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Testing the Role of Expectation in L2 Processing of English RCs
On-Soon Lee 한국언어학회 2016 언어 Vol.41 No.3
Lee, On-Soon. 2016. Testing the Role of Expectation in L2 Processing of English RCs. Korean Journal of Linguistics, 41-3, 501-519. Two major explanations for the difficulty of processing object RCs (e.g., The professor that the student criticized went on vacation in Texas.) make two different predictions about where the difficulty first appears. The memory-based account predicts difficulty at the relative clause verb (i.e., criticized), while the expectation-based account predicts difficulty at the onset of the noun phrase within the object RC (i.e., the of the student). To examine why L2 learners had the relative difficulty of processing object RCs, the current study thus examines the two predictions with a sentence continuation and a self-paced reading task in experiments conducted with Korean L2 learners of English. The results show that the learners experienced difficulty processing object RCs at the relative clause verb, but not at the onset of the noun phrase. This finding suggests that English L2 learners’ memory limitations, but not their expectations, explain the difficulty they experience in processing English object RCs (Korea University).
The Role of Korean -(n)un in Comprehending Negated Disjunction on the Direct Object Position
( On-soon Lee ) 대한언어학회 2017 언어학 Vol.25 No.3
A Korean sentence like John-un ice cream-ina kheyik-ul an mek-ess-ta (‘John did not eat ice cream or cake’) is temporarily ambiguous, permitting either the conjunctive interpretation (‘John ate neither ice cream nor cake’) or the disjunctive interpretation (‘John did not eat ice cream or John did not eat cake’). Yet theoretically, the topic marker -(n)un on the direct object position (‘ice cream-ina kheyik’) forces the contrastive focus reading (Han, 1996). To assess the semantic effect of the Korean topic marker -(n)un in resolving this temporary ambiguity, a self-paced reading experiment with a Truth-Value Judgment Task was conducted with thirty native Korean-speaking adults. The participants chose the conjunctive interpretation more often in the topic-marked condition than in the accusative-marked condition. Moreover, their judgment times were shorter in the topic-marked condition. These results suggest that the semantic information carried by the topic marker -(n)un (i.e., contrastive focus) helps to resolve the temporary ambiguity of such sentences by reducing the processing load they impose.
Understanding L2 Speech Production : Implications for Teaching Speaking in EFL Classroom
On-Soon Lee,Jeongyeon Park 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.3
As communicative competence has become a primary goal of English education in many Asian contexts, EFL curricula increasingly focus on students’ speaking performance. Considering the demands of cultivating competent L2 speakers, this study investigates factors associated with L2 speaking performance in a Korean EFL college classroom setting. Fifty-one students enrolled in a basic English speaking course participated. They completed five tasks measuring two linguistic variables (i.e., learners’ perception of segmental and suprasegmental features), a cognitive variable (i.e., short-term memory), and two language ability variables (i.e., listening comprehension ability and vocabulary size). They also completed a production task (i.e., picture narration). The results indicate that sensitivity to suprasegmental features (e.g., pause, stress, and intonation) and listening ability are associated with the quality of the learners’ spontaneous speech production, while sensitivity to segmental information (e.g., minimal pairs), short-term memory, and vocabulary size are not. These findings suggest the importance of explicit instruction in suprasegmental features to improve L2 production as well as perception ability, and that integrating listening and speaking instruction in L2 curricula may be the most effective means of improving learners’ speech.
A Test of Frequency-based Processing: Evidence from Korean Numeral Classifier Constructions
On-Soon Lee 서울대학교 언어교육원 2015 語學硏究 Vol.51 No.3
The Korean numeral classifier constructions are a good choice to test frequency-based processing because one of the two types of construction (prenominal and postnominal) occurs more often than the other in production, and distributional frequency matters in comprehension. The study conducted an experiment with a self-paced reading task. Findings showed that (i) comprehension accuracy is significantly higher for the more-frequent postnominal constructions than for the less-frequent prenominal constructions and (ii) reading times at the critical region of prenominal constructions are faster in the condition with a general classifier than in the condition with a specific classifier, although reading times in postnominal constructions did not differ in the two conditions. These findings indicate that the familiarity (i.e., experience) of frequent structures facilitates faster and more accurate comprehension. The study thus contributes crosslinguistic evidence to add to the evidence supporting the frequency-based account based on distribution.
Reading Strategies and L2 Proficiency on the Development of L2 Learners’ Summary Writing
On Soon Lee,Min young Cho 한국영어학학회 2016 영어학연구 Vol.22 No.3
Despite an increasing interest in reading-to-write tasks as an educational practice, little attention has been given to the relationship between the development of L2 learners’ summary writing and L2 reading strategies. Therefore, this study investigates whether L2 learners’ summary writing develops through practice over a semester. It further examines the relationships between L2 reading strategies, L2 proficiency, and the development of learners’ summarizing skills. A total of 29 college students participated in a quasi-experimental study over a four-month period. All participants received instruction on reading strategies, and wrote ten summaries. At the end of the semester, participants completed a survey on their L2 reading strategy use. Three of their ten summary writings (the first, fifth, and tenth) were evaluated to assess their development. The results showed significant improvement in students’ summary writing over the semester of practice, but showed no effect of L2 reading strategies on the development of summary writing. The results also indicated that general L2 proficiency positively contributed to the development of summary writing. These findings provide pedagogical implications regarding the practice of summary writing in instructional settings of reading and writing.
Readers’ Language Experience in Generating Korean Wh-Constructions
( On-soon Lee ) 대한언어학회 2019 언어학 Vol.27 No.3
This study investigates the role of language experience, which is shaped by the distributional patterns occurring in input, in structural preferences in language production. In order to accomplish this purpose, a corpus analysis and a sentence completion experiment were conducted. Specifically, thirty-six Korean-speaking adults participated in the experiment, in which they read and completed sentence fragments including either a scrambled or an in-situ wh-phrase. When the participants generated questions, they attached the question-marking particle to a verb as soon as possible after encountering the wh-phrase, suggesting an active dependency formation mechanism. This finding supports the Active Filler Strategy hypothesis, a major account for the processing of filler-gap dependencies, but does not support any effect of the readers’ linguistic experience.